467 Organization of a First-Semester Learning Community Based on Student Interests and Backgrounds in Coordination with an Introductory Animal Science Orientation Course.

Abstract

Previous literature has shown that learning communities (LC) can provide social and academic support for incoming students, which increases the likelihood for student success at the university level. There are many different working formulas for creating a successful cooperative learning environment for new students. Given the varied nature of student backgrounds and interests with the Animal Science major, randomly assigning students to LC groups may not be the best practice for creating this learning environment. The Animal Science LC at Iowa State University (ISU) matches students to an academic adviser and a peer mentor based on their interests, career goals, and backgrounds. The objective of this framework is to aid in the transition to a four-year institution by providing a sense of belonging within the peer group. This is accomplished by having every incoming student fill out a “Student Interest” card during a freshmen or transfer orientation session. The student will identify their hometown, size of their high school class, and their admission type. The individual’s top three species interests and career path are also identified. All first-semester students are required to enroll in Animal Science 110, “Orientation in Animal Science”. In the fall semesters, enrollment ranges from 340-360 students and all students meet in a lecture hall on Tuesdays. On Thursdays, students meet in their peer mentor groups which range from 8-11 students. At the heart of our learning community design is the peer mentor. A peer mentor is a current undergraduate animal science student who is familiar with the department, curriculum, and university resources. Peer mentors must go through an application and interview process in order to be selected. We typically select between 36-40 peer mentors to lead our peer groups, and mentors must complete 12-15 hours of training before being assigned to a group. Training sessions include: a departmental curriculum overview, designing a class schedule, identification of student issues, diversity and inclusion training, and understanding available campus resources. These methods have proven to be successful according to a recent poll of first-semester students (N = 178). Although only 29% of students reported that the LC was a factor in choosing ISU, roughly 81% would recommend the LC to new students. In addition, 72% reported that the LC has helped with their adjustment to ISU while 89% of students agreed that they are satisfied with their overall LC experience.